Student support systems for undergraduate medical students during the COVID-19 pandemic: a systematic narrative review of the literature

Abstract

Background The coronavirus disease 2019 (COVID-19) pandemic has boosted medical students’ vulnerability to various problems. Given the stressful nature of medical disciplines, considerable attention must be paid to student support systems during pandemics. This study aimed to review the current literature regarding medical student support systems systematically. Methods We performed a systematic review of six databases and grey literature sources in addition to a hand search in the references of the articles on April 5, 2021. We included all studies about support for undergraduate medical students delivered in response to the COVID-19 pandemic. In conducting this review, we used the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement. Results A total of 3646 articles were retrieved from the databases, and 16 additional papers were extracted from other sources. After removing duplicates, we screened 2434 titles and abstracts according to our criteria. Among them, 32 full-text articles were assessed for eligibility. Ultimately, 10 studies were included for review. We identified two major themes: (a) academic support and (b) mental health support. All of the included studies utilized online methods whether for transitioning from previous support systems or developing novel approaches. Students and faculty members seemed to be receptive to these new systems. Despite indicating outstanding program outcomes, most studies merely described the positive effects of the program rather than providing a precise evaluation. Conclusion There are several methods of supporting medical students who are experiencing unprecedented changes in their educational trajectory. Due to substantial differences in undergraduate medical education in different regions of the world, cultural and contextual-oriented support is indispensable for developing a safe learning environment. Future research should investigate the question of the extent to which online support can supersede in-person strategies.

Mental health and working conditions among French medical students: A nationwide study

“…This pandemic is an opportunity to change things. A narrative review on student support systems for undergraduate medical students during the COVID-19 pandemic found 10 studies: the two main themes were academic support and mental health support [34] . French medical universities had a critical gap compared to some countries.…”

Impact of the COVID‐19 pandemic on medical student placements in rural Queensland: A survey study

“…Many universities have ramped up online teaching and supervision to cater to the physical distancing and quarantine requirements induced by the COVID‐19 pandemic, as evidenced through a recent systematic review. 8 This transition was not unique to medicine but was widely experienced because of the normally high volume of training occurring in clinical settings. While this transition has been a blessing in many ways, such as enabling continuation of training, it also has some pitfalls including reduced collaborative learning, feelings of distress for tutors associated with diminished feedback when students' cameras are switched off, and challenges in building rapport with patients during clinical encounters.…”

“…While this transition has been a blessing in many ways, such as enabling continuation of training, it also has some pitfalls including reduced collaborative learning, feelings of distress for tutors associated with diminished feedback when students' cameras are switched off, and challenges in building rapport with patients during clinical encounters. 8 , 9 A Libyan study that investigated over 3000 medical students' experiences of the pandemic found that students paid less attention during online lectures. 10 Issues of Zoom burnout and Zoom fatigue have also been recently raised, caused by the need for attentiveness to nonverbal cues and the constant awareness of what a person is doing while the Zoom camera is on.…”

Can Online Learning Fulfill the Competence of Medical Study Program Students?

“…Therefore, so that the learning process using e-learning can be effective, the existing obstacles must be overcome. In addition, in developing this learning, cultural and contextual learning must be considered [17].…”